3 Things I Learnt During LMS Training
1) The platform provides a very flexible mode of instruction for me to cater to the various types of learners in my class, i.e. VAK.
2) The podcast presence has stirred my brain juice into injecting math concepts into my students in various zany and wacky methods. :)
3) Having already used the LMS for lesson before training, the session forced me to explore the platform in more disciplined and systematic manner compared to the 'trial and error'...oops wrong name...'guess and check' manner in which i learnt about the platform.
Training was pretty useful, putting across the various modes we can utilize to facilitate the students' learning. I had already used the forum with the students to a good effect. Personally, though the system offers flexibility and facility to upload our questions or quizzes for our students, the presence of a question banks or pre-made quizzes would prove to be even more heaven-sent for me. Nonetheless, it is definitely an offering I'm going to explore further with my students and eventually push the boundaries of their learning to the next lap.
Cheerio
Wednesday, February 9, 2011
Tuesday, March 3, 2009
T1-Wk8/9
1E1
Just finished the chapter on Percentage. Last we attempted a worksheet on percentage and change in percentage based on annual salary for the different types of qualifications. All of us had fun and it was quite an eye-opener where our discussions had the avenue to delve into the importance of completing our studies at least university level and not stopping halfway. The worksheet involved students figuring out the loss of salary and percentage change when one drops out of college and when a drop-out comes back to complete his/her education at the university. Students found it motivating to complete their studies and also this session allowed me the opportunity to discuss with them at a basic level, the importance of having an ambition and setting goals. Some students found it challenging to comprehend the questions before solving it. But most students are comfortable with the math.
It has been my observation that many of our students come to school in the morning without taking their breakfasts where studies have shown have that breakfast is a must for the peak performance of our students in school. So to put across this point to our sec1 s, the chapter on data handling was started with the students in groups coming out with ways to obtain data on how many of their classmates actually have breakfast before coming to school. Mostly they came up with surveys in different modes, i.e. questionaire. via MSN, SMS, forum, etc. but some came with creative ways like getting them to take breathalyser tests : ) Anyhow, the lesson was excellent for me to strike across the importance of them having breakfast and how it affects their behaviour and performance in school. It was pleasing to see some of them awed. Yet to see next lesson whether it made difference to their meal habits. Stay tuned.
1T2
Initially, very dependent on the calculator, the class was finding multiplying decimals a mammoth task. After being introduced to the ' Count Invisible ' method, most of them are comfortable with multiplying decimals. However, dividing decimals is proving a little daunting to some of them, but many of them are progressing with the consistent practice. Some of them must be given credit to showing great interest and initiative to come forward to ask questions and even clarify concepts, sometimes after school which is heartwarming seeing coming from a class with so many interests.
Just finished the chapter on Percentage. Last we attempted a worksheet on percentage and change in percentage based on annual salary for the different types of qualifications. All of us had fun and it was quite an eye-opener where our discussions had the avenue to delve into the importance of completing our studies at least university level and not stopping halfway. The worksheet involved students figuring out the loss of salary and percentage change when one drops out of college and when a drop-out comes back to complete his/her education at the university. Students found it motivating to complete their studies and also this session allowed me the opportunity to discuss with them at a basic level, the importance of having an ambition and setting goals. Some students found it challenging to comprehend the questions before solving it. But most students are comfortable with the math.
It has been my observation that many of our students come to school in the morning without taking their breakfasts where studies have shown have that breakfast is a must for the peak performance of our students in school. So to put across this point to our sec1 s, the chapter on data handling was started with the students in groups coming out with ways to obtain data on how many of their classmates actually have breakfast before coming to school. Mostly they came up with surveys in different modes, i.e. questionaire. via MSN, SMS, forum, etc. but some came with creative ways like getting them to take breathalyser tests : ) Anyhow, the lesson was excellent for me to strike across the importance of them having breakfast and how it affects their behaviour and performance in school. It was pleasing to see some of them awed. Yet to see next lesson whether it made difference to their meal habits. Stay tuned.
1T2
Initially, very dependent on the calculator, the class was finding multiplying decimals a mammoth task. After being introduced to the ' Count Invisible ' method, most of them are comfortable with multiplying decimals. However, dividing decimals is proving a little daunting to some of them, but many of them are progressing with the consistent practice. Some of them must be given credit to showing great interest and initiative to come forward to ask questions and even clarify concepts, sometimes after school which is heartwarming seeing coming from a class with so many interests.
Wednesday, February 11, 2009
Wk 05
1E1 are excited bunch on maths. They seem to have grasped the concept of approximation and significant figures quite well. Unfortunately, the star publishing does not seem to have much notes to support them in significant figures...so had to give them notes from the shing lee book, which found many of them relieved. Next stop will be percentages.
2E5 are getting a little restless these days, where i am compelled to bring to the front the nosier students. They enjoy factorizing quadratic expressions using the cross method, though some of them initially worked it out with the coefficients being negative. But have been advised otherwise since to avoid confusion later. After teaching them, i am experimenting with method of swamping them with practice questions which they do during class. Very happy to see many are getting excited about practice questions. The class is a little slow, but still steady.
1T2 are very enthusiastic...sometimes a little too carried away. Chapters on fractions being already covered in primary, some are already finding it comfortable. Some still have challenges. Having covered the concept of addition of negative and positive integers using the 'green' and 'red' tokens is proving to be very useful. Most can understand the concept very well. And using the analogies of simple integers, complex fraction questions are explained effectively.
2E5 are getting a little restless these days, where i am compelled to bring to the front the nosier students. They enjoy factorizing quadratic expressions using the cross method, though some of them initially worked it out with the coefficients being negative. But have been advised otherwise since to avoid confusion later. After teaching them, i am experimenting with method of swamping them with practice questions which they do during class. Very happy to see many are getting excited about practice questions. The class is a little slow, but still steady.
1T2 are very enthusiastic...sometimes a little too carried away. Chapters on fractions being already covered in primary, some are already finding it comfortable. Some still have challenges. Having covered the concept of addition of negative and positive integers using the 'green' and 'red' tokens is proving to be very useful. Most can understand the concept very well. And using the analogies of simple integers, complex fraction questions are explained effectively.
Wednesday, January 21, 2009
1E1 T1W2
1) Pupils were able to successfully recollect info on factors and multiples.
2) Initially students faced difficulty & tediousness using traditional method of factorizing by listing all factors. They greatly appreciated prime factorization after initial exposure.
3) Pupils interest was clearly drawn into finding the max. no. of squares output. A few students were able to find the solution much faster thru logical reasoning .
1) Many students were able to provide the solution…mainly thru logical thinking.
2) Problem-solving question allowed teacher to enhance learning by providing a real world application of HCF.
1) Torches failed to work on actual day, thus experiment was switched to clapping with 10s and 15s intervals using class wall clock, by two volunteers. Did not not turn out too well, hence, once again improvised to whole class participation as two groups which immediately improved the interest level in class.
2) Students were queried to why both groups ended up clapping together at 30 sec mark and finally were led to idea of common multiples and further led using the 1st common clap onto the idea of LCM by teacher.
3)Students interest level was high and most students were able to initiate with at least 60% competency that graduated to almost 100% towards end of lesson.
Weekly Reflection WW03 - 1E1
1) Pupils were able to successfully recollect info on HCF and LCM.
2) Some students still contained confusion bet HCF & LCM which was clarified by teacher.
3) Square root lesson started out with nos. that could only be split into product of 1 pair of prime nos. i.e. 4, 9, 25,49.
-Following that egs. contained only products of pairs of complement nos. comprising of single prime nos. i.e. 16=(2x2)x(2x2)81=(3x3)x(3x3), 625=(5x5)x(5x5)
1) All students were competent in prev day lesson. Development included solving sq. rt. of 36=(2x2)x(3x3), Ans = 2x3 100=(2x2)x(5x5), 200=(2x2)x(2x2)x(5x5) It was noticed that by following this process of clear & gradual exposure to the varying degree in complexity proved vital in student comprehension of topic with ease.
2) Writing 1296 as a series of product of multiple prime nos. and writing 1296 thru prime fcatorization in index form, students discovered for themselves the ease index form provides for penning large nos.
- A little intro into the laws of index was also provided to students.3) Developing from sq. rt. students found the concept of cube root quite simple to comprehend.
2) Some students still contained confusion bet HCF & LCM which was clarified by teacher.
3) Square root lesson started out with nos. that could only be split into product of 1 pair of prime nos. i.e. 4, 9, 25,49.
-Following that egs. contained only products of pairs of complement nos. comprising of single prime nos. i.e. 16=(2x2)x(2x2)81=(3x3)x(3x3), 625=(5x5)x(5x5)
1) All students were competent in prev day lesson. Development included solving sq. rt. of 36=(2x2)x(3x3), Ans = 2x3 100=(2x2)x(5x5), 200=(2x2)x(2x2)x(5x5) It was noticed that by following this process of clear & gradual exposure to the varying degree in complexity proved vital in student comprehension of topic with ease.
2) Writing 1296 as a series of product of multiple prime nos. and writing 1296 thru prime fcatorization in index form, students discovered for themselves the ease index form provides for penning large nos.
- A little intro into the laws of index was also provided to students.3) Developing from sq. rt. students found the concept of cube root quite simple to comprehend.
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